2.4 Technology Application

2.
4 Technology Application
Disruption via technology will continue to be a reality for organizations and talent
development functions. Talent development professionals must have the ability to
identify, select, and implement the right learning and talent technologies that serve
the best interests of the organization and its people. Practitioners should be able to
identify opportunities to adapt and leverage the right technologies at the right time to
meet organizational goals.
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Administering a Learning Technology Ecosystem
2.4.1 Skill in Selecting, Integrating, Managing, or Maintaining Learning

Platforms
I. Selecting, Integrating, Managing, and Maintaining Learning Platforms

TD professionals should understand how technology relates to the learning and
support needs of their user audience and make informed selections and
recommendations. After a technology has been acquired but before it is fully
implemented with the intended audience, TD professionals should determine how
the technology will be administered and maintained over the life of the platform. It is
important to note that TD professionals may not own all these tasks if the
organization has a technology or learning technology department.
2.4.1.1 Platform Functionality
TD professionals should complete an in-depth organizational needs assessment to

identify the functionality required in a new technology. This should include a detailed
exploration of the intended user audience’s working experience as well as other
existing components of the organization’s technology ecosystem. Once the needs
assessment is complete, TD professionals should document their technology
requirements in sufficient detail to evaluate available existing technologies or enable
the supplier selection process. This documentation should include clear explanations
of:
 the problem they are trying to solve with technology
 the desired end user experience
 features and capabilities that will be required to execute the desired end user
experience
 stakeholders and partners who will play a role in the selection process
 the full process and timeline for technology identification, selection and
implementation.
2.4.1.2 Supplier Relationship Management
Vendor relationship management is a critical consideration for TD professionals.

Many ecosystems are composed of tools that are a blend of internal development
and external acquisition. If a tool is acquired or managed by talent development, the
team is also responsible for developing and maintaining a positive relationship with
the supplier. This should include regular touchpoints between a designed vendor
contact and the TD professional responsible for managing the relationship or
platform. In addition, clear guidelines should also be established for considerations,
such as technology training, troubleshooting, downtime administration, and disaster
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recovery. Maintaining regular contact with a supplier may also help TD professionals
acquire preferential terms for future contracts and participate in future planning.
2.4.1.3 Talent Development’s Partnership With IT
Talent development exists within the organization’s larger technology ecosystem.

Therefore, TD professionals should be knowledgeable of and align with established
IT regulations and processes. Talent development should forge a partnership with IT,
gain an understanding of how they operate, and clarify which functions should own
the tasks associated with the learning platforms before they request support. TD
professionals should then develop their technology review, acquisition,
implementation, and support processes to align with—and when possible take
advantage of—IT guidelines. Although TD professionals should leverage IT expertise
to make sure all applied technology is secure and functional, they should not defer
responsibility or decision making. IT may be the more advanced technology experts,
but TD professionals are responsible for delivering a right-fit learning and support
experience to end users.
2.4.1.4 Troubleshooting and Downtime Administration
TD professionals should develop a consistent, scalable process for maintaining all

learning technologies, including responsive troubleshooting and downtime.
Technology users should have a simple way to report technology challenges, such
as a contact email, phone number, or online submission form. Service level
agreements (SLAs) should be established for each platform based on how critical
the technology is to the working experience so users understand how quickly specific
problems will be resolved. Escalation processes should also be established to
determine when different internal and external partners should be involved in
troubleshooting to avoid unnecessary expense, effort, or duplication of work. They
should include these processes within all technology supplier contracts to ensure
consistency and platform reliability. TD professionals should regularly report to
stakeholders and vendor partners regarding any downtime or functionality issues
that are negatively affecting the end user experience.
2.4.1.5 Administration Processes
All TD practitioners who are applying the technology should have a thorough
understanding of its features and functionality. This should be learned within the
context of the intended audience, the organization, and how the tool will be used.
Their understanding should be supplemented by technical documentation, which the
supplier may provide, or augmented internally based on use case. The supplier may
also provide formal training during the implementation process, which should be
leveraged by the TD practitioners who will be held most responsible for the
administration of the tool.
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TD professionals should define clear, scalable processes for all administrated
technologies. These processes should be designed to maximize the value of the
technology and protect the end user experience. TD professionals should define
their accountability for each tool and process that they consider theirs. Everything
should be documented in a shared location and regularly reviewed as the technology
ecosystem evolves.
2.4.1.6 Upgrade Process Management
TD professionals may be administrators for some learning technologies and if so

should establish maintenance and upgrade processes for each. For hardware, this
would include the expected device life cycle and replacement plans. For software,
they need to consider the supplier’s regular update schedule. Due to the increased
application of cloud technology, upgrades tend to take place more frequently and
require less effort from administrators. If they do not have primary responsibility, they
should stay informed through the administrator. In the case of major platform
changes, they (and administrators) will need to prepare testing and change
management plans to ensure a seamless transition.
2.4.1.7 Content Upload, Testing, and Management
TD professionals should ensure the viability of all content that is created, revised,
and delivered via technology platforms both during initial upload and deployment, as
well as during technology changes and updates. TD professionals should establish
content testing and revision processes that fit the needs of the organization.
Although testing should involve a variety of participants—including TD professionals,
subject matter experts, stakeholders, and end users, when appropriate—processes
should not be overly administrative or burdensome. The content’s life cycle will vary
based on topic and use, but all related processes should include considerations for
organizational changes, regulatory requirements, and technology updates.
2.4.1.8 Data Standards and Integrations (such as SCORM, AICC, and xAPI)
TD administrators should work with organizational partners, including IT, HR, and
other relevant groups, to determine integration opportunities for technology
platforms. This is especially important for a learning delivery tool—such as a learning
management system (LMS) and learning experience platforms (LXP)—as a means
of providing a simplified user and administrator experience. Initial integration
opportunities may include concepts such as single sign-on authentication and user
provisioning. Additional opportunities may include content delivery and aggregation,
data record keeping, and user interface and experience elements. All decisions
should be made with considerations for required long-term technical support to
maintain the integration (if applicable).
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TD professionals should maintain awareness of the content and data standards that
are applied within their technology ecosystem. This may include a range of
standards including:
 SCORM (shareable content object reference model) 1.2 or 2004
 AICC (aviation industry computer-based training committee)
 xAPI (experience application programming interface)
 cmi5 (computer managed instruction, fifth attempt).
A range of coding formats, such as MP4, AVI, and MOV, may also be used for video-
based content. TD professionals should apply only the formats that provide the
desired user experience and avoid unnecessary technical complexities and conflicts
between content and data formats and hardware and software tools. Care should be
taken to make sure all implemented technology supports the necessary content and
data formats. TD professionals should also maintain awareness of technical
developments within the industry that may lead to the wide-scale adoption or
decommissioning of a particular standard, such as Adobe Flash.
2.4.1.9 Reporting Tools and Processes
Before selecting a tool, TD professionals should develop a reporting strategy based

on the needs of the organization and their overall learning and support approach. TD
professionals should partner with internal experts in departments such as business
intelligence and operations to understand how the organization uses data. They
should look for opportunities to integrate people analytics, including training
consumption, compliance, knowledge development, and behavior change metrics,
with existing organizational key performance indicators (KPIs). They can develop a
reporting strategy that provides actionable data and recommendations to the right
stakeholders at the right time. This strategy may include a variety of considerations,
including demonstrating the impact of TD programs on organizational results,
mitigating risk through compliance requirements, and measuring user engagement
and feedback after learning activities. Reports may be provided to stakeholders in
several ways—they can be integrated with existing organizational dashboards or
leveraged as their own tools. In each case, data may be visualized or exported into
spreadsheets, a document, or a presentation for analysis and sharing.
2.4.1.10 Accessibility
TD professionals should consider people’s ability to access and properly engage

with technology. Many disabilities are not easily observed or known; therefore, TD
professionals should do their best to align with accessibility practices. This includes
formal regulations, which vary around the world, as well as additional tactics that
make sure talent development opportunities are available to everyone. In the United
States, Section 508 of the Americans with Disabilities Act (ADA) requires that both
employees of the federal government and members of the public who have
disabilities and are seeking information or services have “comparable access to and
use of information and data as (do these groups) without disabilities, unless an
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undue burden would be imposed on the agency.” Although it can be challenging to
apply technology that is accessible to everyone, including those with cognitive,
sensory, or mobility limitations, it is an important requirement to ensure the platform
is accessible to all who need to use it. TD professionals should partner with
accessibility experts to develop guidelines for identifying, developing, applying, and
maintaining high-quality technology experiences. [See 1.6]
Assessing, Selecting, and Implementing Learning Technology
2.4.2 Skill in Identifying, Defining, and Articulating Technology System

Requirements to Support Learning and TD Solutions
I. Identifying, Defining, and Articulating Technology System Requirements
When defining learning technology system requirements, TD professionals should
avoid the urge to focus on new features, marketing buzz, or the latest trends.
Instead, they should begin with a thorough understanding of the desired user
experience.
2.4.2.1 Marketplace Awareness
Marketplace awareness is a critical factor in selecting a right-fit learning technology.
With the speed of technological innovation, the marketplace may have changed
considerably since TD professionals last explored new tools. Therefore, TD
professionals with strategic oversight of the organization’s learning technology
ecosystem should dedicate time to staying current with the latest industry
advancements. This may include a range of activities, including webinar and
conference attendance, publication and blog reading, and peer networking outside
the organization.
2.4.2.2 Organizational Needs Assessment

TD professionals should conduct an in-depth organizational needs assessment
before exploring potential suppliers. This assessment must include a detailed
exploration of the intended user audience’s working experience. TD professionals
should ask:
 What roles do these people perform within the organization?
 In what types of physical environments do they complete their work?
 How much time is available for learning and support activities in the typical
workday?
 What tools, resources, and devices do they use when completing their work?
 What challenges do they face in performing their roles?
 What technological knowledge and skills are they expected to possess?
 How are they commonly supported from a talent development perspective,
including the range of potential content modalities and formats?
 How is their performance measured?
The results of this assessment should be used to identify functionality requirements
and establish the scope of the technology evaluation effort. Needs assessment might
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lead TD professionals to consider developing custom solutions in-house if the
necessary resources are available. They may decide to run small, targeted
experiments to validate a new concept before starting a formal technology evaluation
project. Rather than waiting for the opportunity to formally pilot a potential tool, they
could quickly run an experiment using existing tools or prototypes with small sample
audiences. Feedback gathered during these experiments can help shape the
direction of the larger technology project and clarify feature requirements. [See 2.8.2]
2.4.2.3 Scope and Requirements Management

TD professionals who are responsible for managing technology evaluation should
identify and document the scope of the project as well as the requirements for any
tool that will be considered. These considerations must be managed throughout the
project to ensure clarity and consistency. Otherwise, scope creep (the uncontrolled
growth of a project) may take place and the resulting technology decision may not
meet the true needs of the organization. This may also cause the project to run over
time and over budget. TD professionals should keep everyone involved in the
project, including suppliers and internal stakeholders, aligned regarding the agreed-
upon requirements. If a stakeholder wishes to expand the scope of the project and
introduce new requirements, TD professionals should engage the entire project team
and reach a new agreement on scope before considering additional technology
options.
Once a thorough analysis has been completed, TD professionals should document
their technology requirements in sufficient detail to enable the supplier selection
process. This documentation should include clear explanations of:
 the problem they are trying to solve with technology
 the desired end user experience
 features and capabilities necessary to execute the desired end user
experience
 stakeholders and partners who will be involved in the selection process
 the full process and timeline for technology identification, selection, and
implementation. [See 3.2]
2.4.2.4 Project Management

Technology evaluation is a considerable responsibility that requires interaction with a
range of potential suppliers as well as input from several internal partners. The new
tool will likely cost the organization a considerable amount of money, time, and effort
during contracting and implementation. Therefore, TD professionals who lead
technology evaluation processes should have solid project management skills, and
effectively identify and coordinate the participation of people from across the
organization, including peers, department stakeholders, subject matter experts,
executives, and end users. They should gather all input and establish requirements
before engaging with potential suppliers. During the process, they should involve the
right people at the right time while maintaining the pace of the project to ensure the
desired technology is implemented on time and on budget. [See 1.5]
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2.4.2.5 Stakeholder Management
Technology evaluation should include detailed interviews with stakeholders within
the intended audience, including operational partners, senior management, and end
users. This helps TD professionals understand organizational goals, beyond learning
and development. It also helps determine how the effectiveness of any new learning
technology or initiative will be measured. It’s important that the right stakeholders are
included in the final selection and approval process to ensure everyone is aligned
with the final decision and implementation plan. IT will be a key stakeholder in any
organizational technology project and must be included early in the process. [See
1.3.2, 3.2.2, and 3.2.3]
2.4.2.6 User Technology Experience Design

Talent development technology is part of an organization’s larger technology
ecosystem. People use a variety of tools to do their work, and learning and support
tools are a small part of the overall technology experience. Therefore, TD
professionals should consider the overall design of the user’s technology experience
when selecting new tools. To start, they should consider how existing tools may be
used in lieu of new technology. An organizational needs assessment can help
identify gaps in the desired TD experience that the new technology must address.
New TD tools should fit within the larger technology ecosystem—whether they’re
formally integrated with existing technologies or simply work alongside them through
a less formal experience design. The learning technology ecosystem likely extends
beyond tools that were implemented by TD professionals or with the distinct purpose
of delivering structured training. This may include social media platforms, company
intranet, chat functions, and other technologies both inside and outside the
organization.
In addition to the user experience, TD professionals should understand the
technological capabilities of the organization as a whole. A strong, ongoing
partnership with IT will help them become familiar with the technology infrastructure
into which any new learning platforms would be introduced. This includes
considerations such as available IT support, regulations, processes, hardware and
software options, integration requirements, accessibility guidelines, Wi-Fi availability,
and network bandwidth. TD professionals should stay apprised of IT’s future
improvement plans, including any plans for infrastructure or device updates in the
relative near future.
2.4.2.7 Data Integrations

Integrations are an important consideration when designing a modern talent
development experience. Therefore, integration requirements should be included in
any technology assessment process. Integrations may include data-based
integrations (such as user provision, recordkeeping, and single sign-on) and content
integrations, which allow objects to move across platforms to facilitate ease of use
and administration. Technical integrations may require custom development work,
which needs to be clarified with all technology suppliers and properly included in the
project scope and budget. It’s also important to consider accessibility and IT
regulations and processes when selecting any TD technology. [See
2.4.1.7 and 2.4.1.10]
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2.4.2.8 Procurement and the RFI or RFP Process
A request for information or proposal (RFI or RFP) process is commonly used to
identify right-fit technology providers and products. Such requests should be based
on the requirements identified in the organizational analysis and focus on the desired
end user experience, rather than a list of unnecessary features. TD professionals
should use this request to challenge prospective suppliers on their ability to execute
the desired user experience. Although TD professionals should remain open to
alternative approaches, they should also remain steadfast with regard to the core
problems they are trying to solve through technology. These requirements can be
used to dictate supplier discussions, pitches, and demonstrations, as well as
stakeholder and user feedback to make the ultimate decision regarding platform
selection.
2.4.3 Knowledge of Criteria and Techniques for Evaluating and Selecting E-

Learning Software and Tools
I. Evaluating and Selecting E-Learning Software

E-learning is an important part of a modern digital learning strategy, especially within
large organizations with geographically dispersed audiences. E-learning is a
structured course or learning experience delivered electronically through a wide set
of applications and processes, including web-based learning, computer-based and
multi-device learning, virtual classrooms, performance support, and digital
collaboration. TD professionals should establish clear criteria for selecting tools that
support the development of high-quality digital learning content. These tools may
also be used by partners outside the TD department to author content specific to
their areas of expertise. [See 2.2.7.4]
When TD professionals select e-learning software and tools they should remember
several requirements, although they’re not specifically detailed in this capability:
 Marketplace awareness. Stay current with changes. [See 2.4.2.1]
 Workplace context. Understand the day-to-day context for the end user.
[See 2.4.3.3]
 Accessibility. Consider accessibility requirements. [See 2.4.1.10]
 Reporting and compliance. Validate that a potential development tool can
capture and export the required data before implementation. [See 2.4.1.9]
2.4.3.1 Instructional Design Knowledge
To properly leverage e-learning design tools, TD professionals should understand
instructional design principles and establish a methodology that aligns with the
needs of their organization. These standards should be established before the
technology is implemented to ensure the selected tool can execute all content
requirements. TD professionals should also recognize the skills available within the
organization to properly use a new authoring tool; this includes both formal
instructional design and developer roles as well as subject matter experts who may
be expected to use a tool to develop digital content. TD professionals should select a
tool that balances their organization’s design process, quality requirements, and skill
level. [See 2.2.1]
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2.4.3.2 Content and Training Modalities
Training can be delivered in a wide range of modalities, including digital modules (e-
learning), videos, classroom sessions, job shadowing, and reference materials.
When TD professionals select tools to build and deliver training, they should take
into account the mix of modalities needed throughout their organizations. TD
professionals should also consider legacy content and the need to either maintain or
develop existing materials using new tools—format compatibility for both work and
delivery files must be considered when selecting a new authoring platform.
2.4.3.3 Delivery Technology

An effective e-learning strategy often requires multiple, well-aligned tools. When
selecting an e-learning platform, TD professionals should consider which delivery
tools their intended audiences will use to access digital content. The authoring tool
must be capable of building and exporting content formats that can be uploaded and
accessed by existing (or new) delivery technologies. For example, if the delivery
platform is an LMS that is commonly accessed via users’ mobile devices, an
authoring tool must allow for the development of output files that can be accessed
easily via a mobile device. TD professionals should ensure all desired formats, such
as HTML5, SCORM (1.2 or 2004), AICC, xAPI, or cmi5, can be exported from the
selected tool.
2.4.3.4 E-Learning Authoring Software Accessibility

Talent development should implement e-learning authoring software that allows
them to develop and output content that aligns with accessibility regulations and best
practices. TD professionals should work with their suppliers and internal partners to
ensure all content developed with a potential tool meets these standards before
implementation. [See 2.4.1.10 and 1.6]
2.4.3.5 Experimentation
E-learning authoring software is commonly licensed by the supplier to an individual
user. Therefore, the TD professional can often experiment with multiple tools quickly
and with limited expense before deploying to the entire organization. A limited
number of content developers should be tasked with testing new potential tools using
a defined process that includes creating new content and editing existing modules (if
applicable). Experimental content can be published to test users through all potential
delivery technology to ensure everything functions as expected. TD professionals
can also experiment with new tools released to the marketplace, even if they are not
considering a new implementation.
2.4.3.6 User Testing

The intended audience for e-learning content developed with a new authoring tool
should be included in the testing process, even though they will not use the tool
themselves. TD professionals should make sample content available to a testing
group through their standard delivery tools and request feedback regarding key
elements of the learning experience. This will help TD professionals make a more
informed, user-focused decision regarding potential technology additions. Additional
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user testing should be conducted if people outside talent development will be
expected to use the software to develop their own digital learning content.
2.4.4 Skill in Identifying, Selecting, and Implementing Learning Technologies
I. Identifying, Selecting, and Implementing Learning Technologies

When identifying, selecting, and implementing learning technology, TD professionals
should focus on what the organization needs and the user experience they wish to
create. They should establish assessment criteria based on the proven needs of the
organization. This ensures all technology is selected and implemented with a clear
purpose.
When TD professionals define learning technologies, they should remember several
requirements, which are specifically detailed in this capability:
 User technology experience. Consider the overall design of the user’s
technology experience. [See 2.4.2.6.]
[See 2.4.3.3]
 Stakeholder management. Include detailed interviews with them to
understand the goals of the organization, beyond the basics of learning and
development. [See 2.4.2.3]
 Reporting. Validate compliance and whether a potential development tool
can capture and export the required data before implementation. [See 2.4.1.9]
 IT regulations. Align with established IT regulations and processes; partner
with IT to develop an understanding of how they operate before requesting
project support. [See 2.4.1.2]
2.4.4.1 Aligning Learning Technology to Instructional Content
Training can be delivered in a variety of ways, including digital content (e-learning
modules, videos, and reference materials), job training, and classroom sessions. TD
professionals should take into account the mix of modalities that will be of greatest
value to their intended audiences when selecting and implementing learning
technology. Although the tools may or may not be formally integrated, they all serve
as part of a learning ecosystem and must complement one another within the
organization’s talent development strategy. For example, although an authoring tool
may primarily be used to build digital content, this content may also be used as part
of a blended experience that includes other modalities. TD professionals should also
consider legacy tools and content modalities when introducing new technology. They
should make the decision whether to retire these elements or require that new tools
be compatible.
2.4.4.2 Reporting and Compliance Requirements

Selected tools must be able to capture and export the information required to meet
all data strategy and recordkeeping requirements. This data may be exported from
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learning content to a delivery system (such as an LMS) or another database (such
as a data warehouse or LRS). TD professionals should also consider technology
reporting capabilities, including data visualizations, dashboards, and exports.
Reporting must meet both internal and external regulatory requirements as well as
desired ease of use when sharing information with stakeholders. [See 3.7.5]
2.4.4.3 Matching the Correct Tool to the Intended Outcome

Selecting technology tools for learning is similar to selecting methods for any
instructional design. TD professionals should recognize that the enabling objective is
the critical first step—selecting the correct tool begins by determining if the objective
is to gain knowledge, acquire a skill, or influence an attitude. This ensures that the
technology is selected and implemented with a clear purpose. They must also
consider how the tool supports the ability to assess if the objective has been
achieved. TD professionals should consider whether the tool will allow for
assessments throughout, whether pretests would be useful, and how to explain the
assessment techniques. Finally, before matching the correct tool to the intended
outcome, TD professionals should explore constraints that dictate what can or
cannot be done. Constraints can be categorized as:
 organizational, such as employees on different shifts or heavy travel
schedules
 individual, such as a wide variation in technology skills or language
variations
 managerial, such as lack of support or limited communication channels
 technological, such as limited equipment or home office employees using
personal computers
 resource-specific, such as limited budget for technology or understaffed
workforce.
2.4.5 Knowledge of Methods and Techniques for Testing the Usability and
Functionality of Learning Technologies and Support Systems
I. Methods and Techniques for Testing Usability
The purpose of usability testing is to ensure more effective learning and
development experiences for the end user. Usability testing refers to “evaluating a
product or service by testing it with representative users.” Within talent development,
usability testing may be applied to hardware devices, software platforms, or training
content during initial implementation or version updates. TD professionals
should define testing requirements for all hardware and software tools, which will
ensure that problems are identified and resolved before they can negatively impact
the intended user.
2.4.5.1 Establishing Success Criteria
TD professionals should establish clear success criteria that are based on a variety
of factors for all technology evaluation processes. First and foremost is user
experience—technology should be acquired to implement a user-friendly talent
development ecosystem that fits the needs of employees now and into the future.
Additional requirements to consider include:
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 Workplace context. Technology should fit the day-to-day working realities for
the end user.
 Accessibility. Hardware and software must meet all regulatory and
organizational requirements regarding accessibility for all potential users.
 Integrations. New tools should integrate with existing technology in formal
and informal ways.
 Format and data interoperability. Content and data should be easily shared
between new and existing tools whenever possible.
 Reporting and compliance. Validate compliance and whether a potential
development tool can capture and export the required data before
implementation. [See 2.4.1.9]
The evaluation success criteria should be documented and shared with all project
participants to ensure alignment and scope management.
2.4.5.2 Project Management

TD professionals who test the usability and functionality of learning technologies and
support systems should have solid project management skills. They should be able
to identify and coordinate the participation of people from across the organization,
including peers, department stakeholders, subject matter experts, executives, and
end users. [See 1.5 and 2.4.2.4]
2.4.5.3 Test Script Development

TD professionals should ensure that technology testing processes cover the full
range of situations in which the technology will be used. Depending on the tool and
intended use, this may require the creation of scripts, which guide participants to
complete specific tasks during the evaluation. Test scripts should be aligned with the
established success criteria and reflect the real-world use of the tool and provide
enough detail to direct the test user to complete the desired function. However, the
script should not provide more guidance than will be available to the standard user if
the technology is eventually implemented because the test environment should
mimic a realistic experience. Test scripts can be used during initial technology
evaluation as well as during future upgrade processes.
2.4.5.4 Testing Processes

The testing process should be clearly outlined based on the established success
criteria as well as internal technology standards and requirements. Testing should
take place within a realistic setting that is similar (if not identical) to the context in
which the product will ultimately be used. If software or content is being tested, the
test should be run on the same devices that participants will use during full
deployment.
TD professionals may approach a technology evaluation and implementation using
different methods. In every case, however, they should first establish clear
processes, responsibilities, timelines, and measures of success. Evaluation and
implementation can be:
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 Immediate. If the technology is the result of extreme vetting or leverages an
existing technology that is proven within the organization, it may be
implemented with the full audience immediately without additional testing.
 Pilot. If the technology is implemented to a test group for a period of time, it’s
called a pilot. Upon the completion of the pilot period, the project team
reviews the results and determines whether it makes sense to continue with a
larger implementation.
 Phased. A phased implementation plan for the full user audience is created
using a series of evaluation milestones. The technology is then implemented
with a select audience, and project success criteria are reviewed once the first
milestone is reached. However, unlike a pilot, the implementation does not
stop during the review. If the technology is deemed successful, it then
expands to the next audience and the milestone review process continues
until the full implementation is complete or the project is halted.
TD professionals can collect usability testing data in a variety of ways. Depending on
the product being tested, they can collect data directly from the platform or device to
analyze how users complete tasks. They may also deploy surveys or conduct
feedback discussions after the testing is complete to gather anecdotal feedback.
They should analyze all the collected data to make decisions regarding the next
steps toward implementation.
2.4.5.5 Stakeholder Testing

Usability testing should include detailed interviews with stakeholders within the
intended audience, including operational partners, senior management, and end
users. The goals should ensure that what was built aligns to their needs; and if it
does not align, they should determine what needs to change. This will help TD
professionals understand the needs of the organization beyond talent development.
2.4.5.6 Tester and User Management

A test group should include a range of participants from within the project group, with
users from the intended audience being among the most important. These testers
should represent the general audience population and not be hand-selected by
management. The testing group may also include stakeholders who are actively
participating in the technology project as well as TD and IT professionals. Test group
participation should include representation from all teams that will have direct
influence on the ultimate decision but be kept to a minimum so as to not slow down
the project.
Building a Workplace Technology Ecosystem
2.4.6 Knowledge of Existing Learning Technologies and Support Systems
I. Existing Learning Technologies
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In most cases, one technology cannot provide all the support the workforce requires.
Therefore, TD professionals should have a strong knowledge of and ability to apply a
wide range of learning technologies. These tools make up the organization’s learning
technology ecosystem and enable the overall working and learning experience for
each person.
When TD professionals are involved with existing learning technologies they should
remember several requirements, although they are not specifically detailed in this
capability:
[See 2.4.3.3]
2.4.6.1 Purposeful System Selection and Integration
Learning technologies can be sorted into categories based on intended use. These
include:
 Development. Tools used by TD professionals to create learning content in a
variety of modalities, including e-learning, video, documents, and imagery.
 Delivery. User-facing hardware or software for accessing learning content,
including LMSs, learning experience platforms (LXP), virtual reality, adaptive
learning tools, virtual classrooms, and mobile devices.
 Management. Administrative tools used to manage the storage and execution
of learning activities, such as content management systems and administrator
portals.
 Social. User-facing tools that enable sharing, access, and discussion of
workplace information and learning content.
 Analysis. Platforms designed to collect, store, and analyze data, such as an
LRS, data visualization tool, database, or data warehouse.
A variety of other technologies that weren’t acquired distinctly for this purpose or
managed by TD may also be used to support talent development. These may
include intranets, point-of-sale systems, customer relationship management tools,
and so forth.
Tools should be added to the organizational learning ecosystem with purpose and to
complement, rather than duplicate or complicate, existing resources. The ecosystem
should be consistently reevaluated based on the changing needs of the organization
and end users as well as improvements in the marketplace.
2.4.6.2 Learning Technology Ecosystem Architecture

TD professionals should work with their organizational partners to help users get the
most value from their overall technology ecosystem. This includes considerations
such as establishing a clear purpose for each implemented technology and
integrating tools in ways that will create the simplest end user experience. [See
2.4.2.6]
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2.4.6.3 Strategic Tool Selection and Application
Everything should be selected and implemented with a clear purpose, including user-
facing technologies (such as LMSs) and TD tools (such as content authoring
software). As the needs of the organization change, TD professionals should
continuously evaluate the learning ecosystem to make sure the intended purpose for
each tool remains viable. Over time, some tools may take on new or additional value
while others that served their purpose will no longer be necessary.
Like consumer technology, workplace technology evolves at a rapid pace. Therefore,
TD professionals should maintain constant awareness of new products and
capabilities, even if they are not in a position to acquire or implement new
technology. This will help organizations shift forward on the technology adoption life
cycle and avoid lagging behind when it comes to the potential of learning tools.
2.4.6.4 Modality Options

TD professionals should remain well versed in the variety of content modalities that
can be used to enable performance. This includes digital content (such as e-
learning, video, podcasts, webinars, and documentation) as well as physical
experiences (including classroom sessions, job training, and mentoring). Although
not all modalities may apply within a single organization, TD professionals should
consider all options based on their workplace context and instructional design
methodology. As learning technology evolves, new modalities will continue to
emerge and provide new opportunities for talent development.
2.4.6.5 Data Collection and Reporting

The potential for talent development to leverage data in new ways often evolves
alongside related technologies. Therefore, TD professionals should maintain
awareness of new data and reporting capabilities, even if they are not able to
introduce them within their organizations right away. These capabilities may help TD
professionals build a case for investing in new technology, especially if they can
provide clear value to the organization and improve the user learning experience.
2.4.6.6 Delivery and Access Options

TD professionals often need to leverage hardware devices that are already being
used within the organization for the delivery of training. This may include desktops or
laptops, company-issued mobile devices, workplace systems, and personal mobile
devices. TD professionals should work with IT and platform administrators to stay
updated on their organization’s technology ecosystem and related guidelines. This
will help them make more informed decisions when it is time to evaluate new
learning technologies.
2.4.6.7 User Behavior, Motivation, and Preferences

Technology is a ubiquitous part of our lives. Therefore, TD professionals can learn
much from the ways in which people interact with their everyday tools, even if the
same technologies are not applied within the workplace. TD professionals should
stay abreast of consumer technology trends, including best practices for user
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engagement, behavior, and motivation. Many of these concepts come from well-
researched cognitive psychology but are applied in practice more quickly in
consumer tools. Similar tactics may become applicable within the organization,
especially if similar tools are introduced to support learning and performance.
However, TD professionals should always take care to apply the workplace context
to these concepts and not assume that, because something works in everyday life, it
will work the same way within the workplace. [See 3.3.10 and 2.1.5.8]
2.4.7 Knowledge of Human Resources Systems and Technology Platforms and

How They Integrate With Other Organizational and Business Systems and
Processes
I. Integrating Human Resources Systems and Technology Platforms With

Other Systems
Human resources teams, especially within larger organizations, use a variety of
technologies to support the employee life cycle, including tools dedicated to talent
acquisition, performance management, payroll administration, and engagement.
Because talent development is part of the overall HR technology ecosystem, TD
professionals should understand how these components fit together to provide a
high-value HR experience.
When TD professionals integrate HR systems and technology with other
organizational systems and processes, they should remember several requirements,
although they are not specifically detailed in this capability. For example:
technology experience. [See 2.4.2.6]
 Learning technology ecosystem architecture. Remember to include all HR
tools people use to support their continued development. [See 2.4.6.3]
 Reporting and compliance. Validate compliance and whether a potential
development tool can capture and export the required data before
implementation. [See 2.4.1.9]
 IT regulations and processes. Align with established IT regulations and
processes and partner with IT to develop an understanding of how they
operate before requesting project support. [See 2.4.1.2]
All technologies should be implemented and integrated with clear purpose. Some HR
tools are part of a suite of systems from the same supplier. However, rather than
automatically implementing each tool because they are part of an overall package,
each should be vetted individually to ensure they are the right systems and meet the
real-world needs of the organization. Technical integrations often require additional
internal IT resources and can slow down the implementation process. Therefore, this
additional effort should only be made if there is clear value to the organization or end
user. For example, establishing integration between HR and TD systems for
provisioning can align the user experience and reduce administrative work. TD
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professionals should also follow all established internal guidelines and external
regulations regarding data governance and privacy when integrating systems. [See
3.1]
2.4.7.2 Data Integration and Reporting

TD professionals may explore a variety of data integrations to reduce administration
and improve the user experience. In some cases, TD tools (such as an LMS) are
bundled within a larger HR software suite to simplify integration and increase the
ability to share data and content. A common integration is single sign-on, which
allows users to access HR systems using a common login. Integrations may also
provide user demographic data or security and authentication tools to maintain a list
of active and qualified employees.
TD professionals should understand the organization’s reporting requirements before
determining how to best integrate HR and TD tools. This includes internal
stakeholder reporting as well as recordkeeping requirements for external auditors
and regulators. These integrations may help TD professionals leverage
organizational and employee data to provide better learning opportunities that align
with established needs. TD professionals should work with organizational partners,
including IT, HR, and other relevant units, to determine integration opportunities and
follow all established reporting processes and guidelines. [See 3.2]
2.4.8 Knowledge of Communication Technologies and Their Applications
Communication tools are an important part of the workplace learning and support
experience. Employees use a variety of tools to communicate and collaborate within
the workflow, which supports informal learning. TD professionals may use similar
tools to communicate with their audiences and should select ones that ensure
effective message delivery as well as meaningful participant engagement. Therefore,
TD professionals should understand the platforms features and design learning
experiences that fit the capabilities of the technology.
When TD professionals apply communication technology, they should remember
several requirements that are not specifically detailed in this capability:
[See 2.4.3.3]
2.4.8.1 Types of Communication Tools
Talent development can leverage a variety of workplace communication tools to
support talent development activity. TD professionals should always develop content
that fits the specific means of delivery. For example, video and web-conferencing
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tools are commonly used as online classrooms for synchronous virtual events, which
can help reach a distributed audience with a consistent, engaging message. These
platforms may be selected specifically for learning purposes or also be used for
meetings and other virtual events across the organization. TD professionals should
leverage interactive features such as chat, polls, and whiteboards, when appropriate,
to involve participants more directly in the experience. They should design an online
program based on the participants’ context, including available time, technology, and
bandwidth. Traditional classroom content should not be transferred directly to an
online setting unless it was designed for both purposes.
TD professionals may also leverage technology in the classroom to facilitate
message delivery and audience engagement. Presentation software is a ubiquitous
part of the classroom learning experience. However, like any other technology, these
tools should be used only when they add to the participant experience. Visual design
principles, such as color selection, slide layout, and font sizing, should be applied to
all presentations. Rather than using slides as a handout, TD professionals should
leverage visual presentations to support facilitated delivery and provide separate
documentation for ongoing reference. [See 2.2]
2.4.8.2 Applications for Communication Tools

TD professionals should consider how users traditionally engage with
communication tools—such as established user behaviors and access to devices—
when deciding if and how to use them to support learning. When possible, TD
professionals should align with existing use cases rather than expecting users to
change their behavior or learn new functionalities. [See 2.4.3.3]
2.4.8.3 Instructional Design

When leveraging communication tools to support learning, TD professionals should
balance the established or intended use of the tool with their established instructional
design practices. Tools should not be forced into a predefined instructional model.
Rather, they should consider how they can expand their instructional practices by
leveraging familiar, right-fit tools to communicate important messages.
2.4.8.4 User Preferences

TD professionals should take established user preferences and behaviors into
account when leveraging a workplace communication tool to support learning
activities. They should conduct research to determine how a tool is being used and
explore existing user feedback. During design, they should take advantage of the
technology’s capabilities while aligning with established user expectations, which will
support adoption of the tool for the new purpose and simplify the user experience so
they can focus on the message to be delivered. [See 2.2]
2.4.8.5 Delivery and Access for Devices

The TD professional often needs to leverage communication technology software
that is already in use within the organization to deliver talent development solutions.
This is especially true when leveraging existing communication tools to support
talent development activities. [See 2.4.6.8]
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Building Learning Technology Tools
2.4.9 Knowledge of Principles of User Interface Design
I. User Interface Design Principles

A user interface (UI) is the means by which a user interacts with a technology
platform or content module. This usually involves a combination of hardware and
software to facilitate user input. TD professionals should apply good UI design
principles when building custom platforms, creating new integrations, customizing
off-the-shelf platforms, or developing interactive digital content.
When TD professionals are involved in UI they should remember several
requirements, which are not specifically detailed in this capability:
 Delivery and access to devices. Remember to leverage communication
technology software that is already in use within the organization for the
delivery of talent development solutions. [See 2.4.6.8]
2.4.9.1 UI Design Principles
The elements of a good UI include but are not limited to:
 input controls—buttons, text fields, dropdown lists, toggles, and others
 navigation—breadcrumbs, search fields, icons, pagination, and others
 information—icons, progress indicators, notifications, modals, and others.
To properly apply these elements, TD professionals, possibly in collaboration with UI
design experts, should understand the users, including their goals, knowledge, skills,
and preferences. An interface should be simple and avoid the need for additional
instruction or extra labels. TD professionals may consider leveraging familiar
concepts and best practices from everyday technology and content experiences,
such as popular websites and social applications. An interface should also be
consistent, meaning that once a user learns how to do something they can use this
knowledge elsewhere in the experience. All color, text, texture, and imagery
decisions should maximize readability and attention. Finally, a good UI
communicates with the user and makes sure they understand where they are within
the platform or content and how their actions are interacting with the system.
TD professionals who aren’t familiar with UI design principles or do not have the skill
available in-house should consult with subject matter experts or engage an external
designer for support to ensure a high-quality technology and content experience.
2.4.9.2 User Experience Design

User interface (UI) and user experience (UX) design is an evolving practice, much
like the overall technology marketplace. TD professionals, especially those
responsible for the design of technology and content experiences, should be aware
of new developments in the UX discipline. This will allow them to take advantage of
developments in the profession and bring familiar concepts into their learning
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experience designs. TD professionals may also partner with UI/UX experts either
inside or outside the organization to support their continued learning and awareness
of the topic.
2.4.9.3 Design Thinking

Design thinking is a process for creative problem solving that focuses on the human
experience (IDEO U 2018). This approach combines the needs of people, the
capabilities of technology, and the requirements of the organization to arrive at a
right-fit solution. TD professionals can leverage design thinking to develop
technology and content experiences that best fit the real-world needs of their
audiences. Although design thinking is not a linear process, it typically involves
several fundamental features:
 Frame the question. Focus on the question driving the need for a learning
solution.
 Gather inspiration. Explore related solutions and concepts to potentially
inspire a new idea.
 Generate ideas. Consider a wide range of possibilities to avoid the obvious,
potentially less effective solutions.
 Make ideas tangible. Experiment with basic prototypes.
 Test to learn. Gather feedback from stakeholders and end users through
rapid testing.
 Share the story. Frame the chosen solution in terms of the human story and
real-world application.
2.4.9.4 Prototyping Tools and Processes

UX/UI designs can use prototypes to rapidly test with users and stakeholders. Rather
than building a fully functioning application or content, designers can focus the test
on key components of the user experience, such as navigation, interactions, and
look and feel. Prototypes can be built in a variety of tools, including online
applications with an array of built-in designer options and feedback collection
options. TD professionals may also leverage existing tools, such as presentation
software, to build basic prototypes for quick sharing and review. Prototypes are
useful during early iterations of the technology testing processes. [See
2.4.5.3 and 2.4.5.4]
2.4.9.5 App Development Tools and Processes

UI/UX design principles are especially important for TD professionals who design
custom applications. Off-the-shelf learning technologies often have limited
customization options. Similarly, training content typically fits within the UI/UX of the
delivery technology with minimal design requirements. Custom applications can
stand alone and therefore require a more comprehensive design effort.
Depending on the desired functionality and available skills, applications may either
be custom built using programming language or with digital authoring tools that
require little to no coding knowledge. TD professionals should consider the expected
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life cycle of an application, along with the amount of continued maintenance
requirements when deciding how to develop the program. If the organization doesn’t
have the skills or resources needed, TD professionals may contract a third-party
developer to create the program. Like new technologies and content modules,
applications should be tested using well-documented and managed review
processes. [See 2.4.5.3 and 2.4.5.4]
2.4.9.6 Ensuring Accessibility Through UX/UI

UI/UX design is a critical part of ensuring accessibility standards and requirements
are met for all intended users. [See 2.4.1.10]
2.4.9.7 Testing UX/UI

Just as with any other new piece of content or technology, UX/UI designs should be
tested under realistic conditions with representative users. Minimal additional
instruction should be provided to ensure the test mirrors the real-world use. TD
professionals should observe users as they navigate the UI and collect feedback at
the end of the test period. Designers can then apply relevant responses to improve
the experience before the UI is fully implemented. [See 2.4.5.3 and 2.4.5.4]
2.4.10 Skill in Developing Artificial Intelligence, Machine Learning Algorithms,

Augmented Reality, and Mixed Reality That Are Ethical and Free of Bias
I. Developing AI, Machine Learning Algorithms, AR, and Other Mixed Reality
TD professionals should have a clear understanding of new technology with a
specific focus on the ethical issues of AI, AR, VR, and other mixed reality tools.
When TD professionals develop AI, machine learning, AR, and other mixed reality,
they should remember several requirements, which are not specifically detailed in
this capability:
 User experience design. Study the overall design of the user’s technology
experience. [See 2.4.2.6]
technology software that is already used within the organization for the
2.4.10.1 AI Concepts, Definitions, and Use Cases
AI is typically defined as “the ability of a machine to perform cognitive functions we
associate with human minds, such as perceiving, reasoning, learning, interacting
with the environment, problem solving, and even exercising creativity” (Chui,
Kamalnath, and McCarthy 2018). AI includes two critical subdomains:
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 Machine learning algorithms “detect patterns and learn how to make
predictions and recommendations by processing data and experiences, rather
than by receiving explicit programming instruction.”
 Deep learning is a type of machine learning “that can process a wider range
of data resources, requires less data preprocessing by humans, and can often
produce more accurate results than traditional machine-learning approaches.”
AI-enabled tools are quickly being introduced within a variety of industries and
functions. TD professionals should have a fundamental understanding of how AI and
automation affect their organizations so they can adjust their training to enable new
types of work. Knowledge of AI and machine learning also open talent development
to new learning and support strategies. TD professionals may leverage AI through a
wide range of applications, including personalized and adaptive learning, content
creation and recommendation, natural language processing, voice-activated
interfaces, digital assistants, and advanced data analysis. TD professionals should
partner with internal AI experts as well as external suppliers to determine how they
can best leverage AI in their training strategies.
2.4.10.2 AR Concepts and Use Cases

Augmented reality (AR) overlays digital information onto real-world environments
through the use of a mobile or head-mounted device. This information may include
navigation directions, location information, or a wide range of other location-based
details. AR is of particular value for TD professionals as a means of performance
support, because targeted information can be displayed in-context without requiring
the user to stop their work.
Although AR can be accessed with a typical smartphone or tablet, it is increasingly
applied using purpose-built devices, such as smart glasses and helmets, which are a
natural fit for the working environment. A wide array of AR software tools is available
for developing custom applications, and familiar TD tools are increasingly introducing
AR capabilities as well.
2.4.10.3 VR Concepts and Use Cases

Virtual reality (VR) uses a head-mounted display or headset to immerse a user in a
three-dimensional environment. Users can explore this fully rendered digital
environment and manipulate objects through the use of handheld controls and voice
commands. VR is of particular value for TD professionals when delivering learning
content that’s dangerous or hard to replicate situations, such as emergency
response events or heavy equipment simulations. With VR, users can learn through
realistic application, failure, and immediate feedback with minimal risk to themselves,
others, or property.
VR also requires custom hardware, software, and content. Although VR headsets
are becoming more powerful and affordable, immersive content requires
considerable investment and skill to develop. This can sometimes be alleviated
through the use of more common development tools, such as 360-degree video.
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2.4.10.4 Assessing AI and Mixed Reality in the Workplace
AI and mixed reality technologies may represent new components of the workplace
experience for many people. Therefore, TD professionals should assess how these
tools will alter the way people work and learn. They should also determine how to
best articulate the value of these tools to motivate people to adopt the technology
and adjust their behavior accordingly.
2.4.10.5 AI and Machine Learning Tools

AI is quickly becoming a foundational capability within a range of TD technologies,
including training development and delivery tools. TD professionals should work with
their partners and suppliers to understand how AI is being applied within the systems
they are already using so they can determine how to best leverage those
capabilities.
2.4.10.6 Data Collection and Analysis Methods

AI and machine learning tools require an extensive amount of data to function.
Therefore, TD professionals should improve their data collection and analysis
practices to provide the data necessary for AI to establish a use case, such as
personalized learning, content recommendation, or impact measurement. TD
professionals should work with internal data experts to understand what data is
available within the organization and how it may be applied to support AI-enabled
talent development practices. To improve their data practices, the TD professionals
should consider applying the 5 Vs of big data:
 Volume. Huge data sets must be evaluated to establish connections and
identify patterns that were previously invisible to human analysts.
 Velocity. Data must be continuously collected and analyzed at the pace of
performance.
 Variety. Structured and unstructured data can be analyzed to improve
decision making practices.
 Veracity. Data must be trustworthy and reflect reality.
 Value. Collected data must lead to insights related to the desired goal.
2.4.10.7 Developing and Training Machine Learning Algorithms

Machine learning models must be continuously trained to recognize patterns and
take the desired actions with large amounts of data to ensure accuracy and provide
value to the user and organization. TD professionals should work with their internal
data partners, IT, and technology suppliers to understand the data requirements of
their AI tools and find the data required to train the application. These models should
be reviewed on a regular basis to ensure continued accuracy.
2.4.10.8 Open Source AI Tools

Although AI and machine learning applications require considerable domain
expertise to develop independently, TD professionals can leverage a range of open
tools in the marketplace, which are in constant development by large consumer
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technology companies. TD professionals should stay up to date with these
advancements so they can properly apply them within their solutions. Talent
development should also partner with the organization’s data science and business
intelligence teams to identify additional opportunities to develop and apply custom AI
and machine learning tools. This will require considerably more data than is made
available through traditional training evaluation.
2.4.10.9 AR Development Tools

AR development tools are becoming more readily available for consumer and
workplace use, and large technology companies are making it easier to build AR
applications. TD professionals should explore these easy-to-use and cost-effective
tools to determine their potential application within the workplace. Rapid
development tools within the TD industry are also starting to introduce basic AR
capabilities, which present a more familiar option for experimentation.
2.4.10.10 VR Development Tools

High-quality virtual reality development can require considerable expertise. Although
TD professionals can experiment with a variety of powerful tools, they may require a
considerable time investment if TD professionals do not already have the required
skills. Less immersive formats, such as 360-degree video, can be developed more
quickly and used to introduce basic VR applications. Introductory VR development
capabilities are also being introduced to rapid development tools, which provides a
more familiar option for experimentation.
2.4.10.11 AI Bias and Ethical Considerations

Bias is a growing consideration for AI applications because the system is only as
effective as the data it is given. Therefore, TD professionals should take care when
selecting the data feeds that power AI applications. This data should be continuously
assessed, along with the outputs from any AI applications, to ensure they are free
from bias and any other form of ethical challenge. TD professionals should also work
with their data, HR, legal, and IT partners to share how AI is being used within the
workplace with user audiences. Employees should have the opportunity to learn how
their data is being used to change the way they are supported at work. [See 3.2]
Applying Learning Technology
2.4.11 Skill in Using E-Learning Software and Tools
I. Using E-Learning Software and Tools

E-learning is a common tool for training delivery, especially within large and
geographically dispersed organizations. E-learning content can be developed quickly
and accessed on demand to ensure a consistent experience across a large
audience. Therefore, TD professionals should know how to properly leverage e-
learning content as part of their talent development strategy.
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When TD professionals use e-learning software and tools they should remember
several requirements, which are not specifically detailed in this capability:
 Device compatibility. Remember to leverage communication technology
software that is already used within the organization to deliver talent
development solutions. [See 2.4.6.8]
2.4.11.1 Results-First Approach
Like any TD activity, e-learning should be applied with a results-first approach. The
focus should not be on the content itself. Rather, TD professionals should design the
right e-learning experience to achieve a clear, measurable goal for the organization.
The desired result and related knowledge and skill requirements must be identified
before any e-learning content is developed.

E-learning programs include a variety of digital learning content objects, including
interactive modules, videos, animations, and online presentations. This content can
be developed using many tools—from professional media development software to
rapid authoring tools designed for workplace learning. There are several factors to
consider when deciding on the right tool for content development, including:
 organizational and regulatory requirements for user accessibility
 desired content format (such as, video, audio, documents, and animation)
 output format requirements for content delivery platforms (including SCORM,
AICC, and xAPI)
 data collection requirements
 delivery device specifications
 available team skills for content design, development, and ongoing
maintenance
 alignment with instructional design methodology
 initial purchase and ongoing licensing fees
 the timeline for content development and implementation.
Once these requirements are determined, TD professionals can select the best tool
for the content development.
2.4.11.3 Instructional Design

When developing e-learning content, TD professionals should apply their
organization’s established instructional design practices and guidelines. The tool
should not dictate the solution’s design; rather, evidence-based instructional
principles should be applied to show how the tool is used to develop a right-fit
learning solution. [See 2.2]
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2.4.11.4 Media Development
E-learning content may include a range of media formats, such as images, text,
video, audio, and animation. TD professionals should consider several factors when
deciding which media elements to use within an e-learning module, such as
development timeline, available skills, delivery technology, and user context and
environment. For example, TD professionals may be able to develop a video-based
module; however, users may not be able to watch that video in the workplace if the
Internet bandwidth cannot support the content. TD professionals should try to use
the simplest solution to solve a performance problem rather than only relying on
media-rich content.
2.4.11.5 Visual Design

Although some TD teams may include professionals with visual design experience,
they won’t all be designers. Regardless, TD professionals should always try to apply
solid visual design principles when building e-learning content. Quality visual design
aids the learning process and helps users focus on the intended message. These
concepts include but are not limited to space, typeface, color, balance, contrast,
scale, framing, alignment, and texture.
If possible, TD professionals should leverage internal design expertise from partner
teams, such as marketing or communications, to improve their capabilities. Visual
design is another important part of ensuring e-learning content meets accessibility
standards. [See 2.1.4]
2.4.11.6 UI/UX Design for E-Learning

UI/UX design is an important consideration for e-learning development. Although e-
learning content is often delivered via another platform, such as a LMS, mobile
device, or Internet browser, it still includes a variety of UI/UX elements. These may
include navigation, interactions, buttons, and inputs. Therefore, TD professionals
who develop e-learning content should have at least a basic understanding of UI/UX
design. [See 2.4.9.1]
2.4.11.7 Assessment Writing

Assessments are an important part of a digital learning experience because they
provide users with the opportunity to apply their knowledge and test their
understanding. Assessments are commonly used as approval gates, requiring a
minimum score before the module is marked complete. They may also be used to
qualify a user for a job role or task. Questions and scenarios help reinforce key
knowledge points long after training occurs. TD professionals should develop
assessments that are easy to understand, appropriately challenging, and focus on
practical application of knowledge. Assessment content must align with the
objectives of the learning content. They should be developed early as a way to clarify
how users will be required to apply their new knowledge after the learning
experience. [See 2.2.2]
2.4.11.8 User Motivation and Behavior

Digital content is ubiquitous in everyday life. Therefore, TD professionals should try
to leverage familiar content experiences and expectations in their development.
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Many of the design principles applied in consumer technology are based on well-
researched cognitive psychology. Similar tactics may be applied to simplify the user
experience within an e-learning module. However, TD professionals should apply the
workplace context to these concepts and not assume that, because something works
in everyday life, it will work in the same way within the workplace.
2.4.11.9 Data Specifications (SCORM, AICC, and xAPI)

E-learning content should use data in alignment with the organization’s data
specifications. This will ensure all required information is properly tracked, stored,
and reported upon completion of the program. [See 2.4.1.7]
2.4.11.10 Reporting Requirements for E-Learning Content

TD professionals should design e-learning content so it aligns with all established
reporting requirements. This includes internal data and reporting needs as well as
external regulatory recordkeeping guidelines. Content developers should understand
how data will be retrieved from the content and tracked within the system of record,
such as an LMS or LRS. This will determine which data standards to follow during
development and inform the selection of e-learning development tools.
2.4.11.11 Content Management

TD professionals should keep long-term content management in mind when
developing e-learning programs. The expected life cycle of the content should be
clarified during the needs analysis and design process and content should be
designed with these factors in mind. If the content is going to be used for an
indefinite period, TD professionals should include content management
considerations to reduce long-term administrative effort. For example, they should
avoid referencing information that is known to change frequently, thereby requiring
constant updates to the material. Upon completion and release of the content, it
should be included in talent development’s ongoing content management process
and revisited both at scheduled intervals and as needed based on organizational
changes.
2.4.12 Knowledge of Functions, Features, Limitations, and Practical

Applications of the Technologies Available to Support Learning and Talent
Development Solutions
I. Functions, Features, Limitations, and Application of Available Technology

TD professionals should understand the technologies available within their
organization that may be used to support learning and development. This may
include tools that are administrated by talent development as well as those that are
managed by partners but may be leveraged for similar purposes.
When TD professionals are involved in technology application, they are responsible
for several requirements:
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[See 2.4.3.3]
 Learning technology ecosystem architecture. Remember to include all HR
tools people use to support their continued development.
 Reporting. Validate that compliance and reporting capabilities are adequate.
2.4.12.1 Consider the Outcome
As TD professionals apply technology to support talent development they should
begin with a clear and measurable organizational outcome. Rather than delivering
training for the sake of training, TD professionals determine the KSAs required to
achieve the outcome. Then, they can make an informed recommendation regarding
the technology they should use to support employee learning and development as
related to the stated goal. This approach also helps TD professionals measure the
results of their initiatives.

TD professionals should understand the full capabilities of the tools available to
support their learning activities. This includes features that are currently used as well
as those that may not yet have been introduced. This will help them make informed
decisions regarding their applications and avoid unnecessary technology evaluation
processes and potential duplication of functionality.

TD professionals should understand the purpose of each component of their
organization’s technology ecosystem. For example, one platform may serve multiple
purposes based on how it is leveraged by the end users. TD professionals should
align their application of available technology with this established purpose so as to
not confuse users and complicate the learning experience. If they’re expanding the
purpose of an existing technology, TD professionals should collaborate with all
applicable partners, such as IT, to ensure the tool is being used correctly and does
not conflict with or duplicate another part of the ecosystem. The same concept
applies to technology integration, which often require additional administrative
resources to establish and maintain and should only be created when there is clear,
long-term value for users and administrators.
2.4.12.4 User Technology Experience Design

When considering the application of a specific technology, TD professionals should
understand the role that technology plays within the overall user experience. They
should try to align with the existing experience whenever possible, rather than
attempting to introduce new user expectations and behaviors. [See 2.4.2.6]
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2.4.12.5 Learning Technology Ecosystem Architecture
TD professionals should understand their organization’s complete learning
technology ecosystem. This includes tools that were purpose-built for talent
development, such as the LMS, and other hardware and software that are used
within the user audience workflow. They can then expand their options and leverage
the right tools to address performance challenges, regardless of how the platform
was acquired or administrated. This understanding will also inform future search and
acquisition efforts, eliminating redundancy and preserving resources.
It is unlikely that a single technology will be able to support every organizational
need. Although a limited number of tools should be used whenever possible,
designing a technology ecosystem with purpose will help users easily move between
platforms without confusion.
2.4.13 Skill in Using Human Resource Technology Systems to Store, Retrieve,

and Process Talent and Talent Development–Related Information
I. Using Technology to Store, Retrieve, and Process Talent Information

TD professionals leverage technology to handle two different categories of
information: content and data. Each comes with its own unique considerations, and
TD professionals should leverage HR technology to apply the information in ways
that support individual development and organizational goals.
When TD professionals are involved in UI they should remember several
requirements:
 Learning technology ecosystem architecture. Understand the
organization’s complete learning technology ecosystem—tools that are
purpose-built for talent development, such as the LMS, as well as other
hardware and software that are used within the user audience workflow. [See
2.4.12.5]
 Reporting. Understand the reporting capabilities in the technology
ecosystem. [See 2.4.12.9]
technology software that is already in use within the organization to deliver
talent development solutions. [See 2.4.6.8]
2.4.13.1 Planned System Selection
TD professionals should understand the need for HR systems that will store and
process the right information based on the needs of the organization. They should
collaborate with HR to prevent conflicts. [See 2.4.12.3]
2.4.13.2 Data Integration
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TD professionals should understand the capability of their HR technology tools. HR
systems may store a variety of people data (including employee demographics, job
histories, and role details) and learning data (including training completions,
assessment scores, certifications, and performance observations). Talent
development should work with HR to explore ways to integrate HR and TD
technologies and other business tools, such as systems used to track employee
performance and organizational metrics. TD professionals should only create
integration if a clear, long-term value exists.
2.4.13.3 Content Management
All information stored within HR and TD systems should be regularly reviewed based
on the organization’s established content management and recordkeeping
processes. Unnecessary information, including training content and employee data
records, should not be stored long-term and may open the organization up to
additional risk. All content management practices must align with external regulatory
requirements.
2.4.14 Knowledge of Techniques and Approaches to Leverage Social Media

Platforms and Tools to Support Knowledge Sharing, Idea Exchange, and
Learning
I. Techniques and Approaches That Leverage Social Media Platforms

Nearly 75 percent of U.S. adults use at least one social media site, and this
technology has fundamentally changed how people share information in their
everyday life (Pew Research Center 2019). Similar technology has been introduced
into the workplace but it’s not always effective or adopted. TD professionals should
understand the potential and capabilities for social tools to support learning and
performance.
When TD professionals are involved in social media techniques they should
remember several requirements:
 Learning technology ecosystem architecture. Understand the
organization’s complete learning technology ecosystem, including tools that
are purpose-built for talent development (such as the LMS), and other
hardware and software that are used within the user audience workflow. [See
2.4.12.5]
2.4.14.1 Social Media Tools for Talent Development
Social technology is an increasingly common part of the organizational learning
technology ecosystem. Although TD platforms may include social capabilities,
enterprise social media software is often managed by other teams, such as
operations or communications. Therefore, TD professionals should consider how to
leverage these tools alongside their other purposes. And, because they may not be
31 | P a g e
integrated with more traditional learning tools, TD professionals should determine
how to create blended experiences that include social engagement.
2.4.14.2 Social Media Platform Functionality

Social platforms can help TD professionals enable and scale peer-to-peer learning
and performance support. These tools may be used as part of programmatic training
deliveries through features like the discussion boards that are available within a
learning delivery platform. In many cases, these functions are most effective when
used within the context of work, not as a structured training activity. For example,
social tools that are available within the workflow can help team members ask
questions and engage in discussions with a large pool of subject matter experts from
anywhere in the world. This technology also provides the opportunity for people to
“work out loud” and share their insights and experiences for collective benefit. [See
2.5.9]
To leverage social technology that is as close to the workflow as possible, talent
development may have to partner with other teams that own the specific platforms,
such as IT, HR, communications, or marketing. Integrating social technology into the
working experience should therefore be a collaborative effort with TD professionals
helping partners focus on the learning and enablement potential of the tools. TD
professionals should always try to leverage existing and familiar tools before
implementing their own for limited purposes.
Consumer social technology platforms still play a role in talent development, even if
they cannot be used formally within an organization. These tools can also help TD
professionals continuously improve their knowledge and skills—by using them to
develop a personal learning network of fellow practitioners outside their typical peer
group, TD professionals can gain access to new ideas and resources at minimal cost
and effort.
2.4.14.3 User Motivation, Behaviors, and Engagement

When applying social technology, TD professionals should remain aware of the 1-9-
90 rule, a concept states that only 1 percent of Internet users actively create new
content while 9 percent edit and 90 percent view (Arthur 2006). General Internet
theory does not necessarily apply directly within organizations, and the numbers
from this rule should not be taken literally. This is simply a reminder that people will
not share information or engage in discussion simply because they have the
opportunity. Instead, it is more likely that they will engage at varying levels based on
the amount of interest and perceived value of the interaction. TD professionals can
motivate users to engage by enabling simple, easily accessed, value-add sharing,
and not requiring unnecessary activity.
2.4.14.4 Curation
Social technology is defined by a user’s ability to find, share, and discuss information
in a digital format. Rather than simply access on-demand content, users can engage
by commenting, adding new information, or distributing the information to additional
users. User-generated content may also take on a variety of formats, including
threaded comments, file uploads, and audio/video. These interactions may be more
synchronous or asynchronous.
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Information moves quickly across these social channels, and because the work
requires consistent care, people are limited in their ability to pay attention to new
information. Therefore, TD professionals should consider applying curation tactics to
keep people involved and accessing high-value information that is shared via user-
generated content. Curation, which involves the purposeful collecting and sharing of
information to address a clear organizational need, may be conducted by TD
professionals. However, to scale information sharing at the speed of the modern
workplace, TD should enable contributors across the organization to curate
information within their domains of expertise. [See 2.5.5, 2.5.6, and 2.5.7]
2.4.14.5 Community Management

TD professionals should work with organizational partners (including legal,
compliance, HR, and IT) to establish guidelines for online sharing and user-
generated content. These guidelines should align to general employee guidelines
and avoid the introduction of new risks. TD professionals may opt to initiate a
community management process to oversee online social interaction and ensure
everyone follows the rules. They should not discourage open, honest discussion;
rather, community managers should protect the overall user experience, help people
find the information they need, and ensure everyone is treated with fairness and
respect. Community managers should also have an escalation process to follow if
someone violates a community guideline.
2.4.14.6 Access Devices

Digital social tools require consistent engagement and scale to provide value to
users. Therefore, TD professionals should ensure people have continued access to
social tools so they can use them as part of their everyday work. A critical
consideration for engagement is the access device, which should be positioned as
close to the working environment as possible. TD professionals should work with
their internal partners to make sure social tools are easily accessed and use the
same devices people use to do their work.
2.4.14.7 Legal and Compliance Requirements

Social media creates a record of human interaction. In the workplace, these records
may introduce additional risks to the organization if they’re not managed correctly.
Therefore, TD professionals should work with their legal, compliance, and HR
partners to establish community guidelines by which all social media users are
expected to abide. These guidelines should include escalation processes for
potential violations and state clear accountability for the community management
process. They may also include restrictions regarding how external social tools may
be used to conduct organizational business. TD professionals should balance the
legal requirements of the organization with its information sharing.
Advancing the Learning Technology Ecosystem
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2.4.15 Knowledge of Artificial Intelligence, Machine Learning Algorithms,
Augmented Reality, and Mixed Reality That Are Ethical and Free of Bias
I. Knowledge of AI, Machine Learning Algorithms, AR, and Mixed Reality

TD professionals should maintain a practical awareness of new technology trends,
especially those that will have an immediate influence on the workplace. AI and
mixed reality tools are quickly changing the way work is done. They have immediate
applications within talent development and should therefore become growing areas
of focus for the profession.
When TD professionals are involved in advancing learning technology they should
remember several requirements:
technology experience. [See 2.4.2.6]
 VR concepts and use cases. Have users explore this digital environment,
especially when training in a dangerous or hard to replicate situation. [See
2.4.10.3]
 AI and machine learning tools. Plan to leverage a range of open tools in the
marketplace that are in constant development by large consumer technology
companies. [See 2.4.10.5]
 AR concepts and use cases. Use AR as a means of performance support;
targeted information can be displayed in-context without requiring the user to
stop working. [See 2.4.10.2]
2.4.15.1 Staying Current With Technology
The rapid evolution of consumer technology is always creating new opportunities for
TD professionals to introduce new tools within the workflow. As technology evolves
faster and faster, TD professionals should also stay current so they can offer the
best possible learning experiences within their organizations. AI is already a
common fixture in consumer technology, generating entertainment
recommendations, interacting with humans via voice-enabled assistants, and piloting
autonomous vehicles. Likewise, mixed reality technology is becoming more
commonplace through AR mobile applications and VR entertainment offerings. TD
professionals should maintain awareness of evolving consumer and workplace
trends with this technology to identify potential learning and performance
applications.
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2.4.15.2 Existing Workplace Technology Applications
Talent development is not the only workplace function that can take advantage of AI
and mixed reality technologies. For example, AI is a growing feature of workplace
automation, and mixed realities are commonly used in safety-critical environments.
They may also be used externally in customer-facing capacities. Thus, TD
professionals should collaborate with teams that are exploring these potential use
cases to establish foundational guidelines to leverage for learning applications in the
near future. They should also work with IT to understand the requirements for
introducing these technologies into the workplace, especially if other teams have not
already paved the way.
2.4.15.3 AI Concepts and Definitions

TD professionals should have a working knowledge of various technology definitions:
 AI (artificial intelligence) is a discipline in computer science where traditional
programming practices are augmented by creating programming
enhancements through “smart” algorithms generated by statistics from large
data sets.
 Machine learning is a subset of artificial intelligence where statistics and
probability are used to tune an algorithm that a computer program can use in
its decision-making processes.
 Deep learning is a subset of machine learning where algorithms determine if
a prediction is accurate or not. With deep learning, it is not necessary to teach
a computer if its responses are correct because it figures this out on its own
(Udell and Woodill 2019). [See 2.4.10.1]
2.4.15.4 AI and Mixed Reality Delivery and Access to Devices

Hardware is a vital consideration for TD technology strategy. Some AI and mixed
reality tools can be delivered using existing devices, including desktops or laptops,
company-issued mobile devices, workplace systems, and personal mobile devices.
Others, including many VR applications, require specific devices that are not likely to
be available in the workplace. These device requirements must be considered when
selecting and implementing new technology strategies. TD professionals should
work with platform administrators and IT to stay up to date on the organizations’
technology ecosystem and related guidelines. [See 2.4.10.11]
2.4.15.5 User Experience Design

TD professionals should understand the role technology plays within the overall user
experience. This is especially true for AI, which is often a less visible component of
user-facing systems. TD professionals should try to align with the existing
experience whenever possible rather than attempt to introduce new user
expectations and behaviors. [See 2.4.2.6]
2.4.15.6 Data Integrations

AI tools require a considerable amount of data to function. This data requirement
greatly exceeds the information that is typically available within a TD or HR platform.
Therefore, TD professionals should work with their internal data experts to identify
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potential data sources that can be leveraged in support of AI applications. This may
include a range of data types, including user demographics, learning, performance,
and business results. Technical integrations should be considered if they can provide
the necessary data and limit ongoing administration requirements.
2.4.15.7 Device Procurement and Maintenance

Many mixed reality technologies require investments in hardware in addition to
software and content. Although AR can be accessed using a typical smartphone or
tablet, it is commonly applied using purpose-built devices, such as smart glasses
and helmets, that are a natural fit for the working environment. VR headsets and
associated gear are also becoming more powerful and affordable. TD professionals
should work with their IT and procurement partners to explore viable device options
for mixed reality use cases. In addition to initial purchase costs, processes must be
established for the ongoing cleaning, maintenance, and replacement of mixed reality
devices.
2.4.15.8 User Safety

TD professionals should consider the unique safety implications for mixed reality
technologies, because extensive research has not yet been conducted regarding the
long-term effects of these tools. TD professionals should only use these systems for
the right purposes—taking into account environmental considerations and
establishing safety requirements for each application. For example, a second person
should be present while an employee is using a VR headset in case an emergency
were to occur. TD professionals should also consider developing secondary
solutions for users who physically cannot endure or choose not to participate in a
mixed reality experience, especially during the technology’s initial implementation.
2.4.15.9 AI Bias and Ethical Considerations

Since there is no limit to what some technologies (especially AI) can be used for,
critical issues face all TD professionals. They should be aware of both potential bias
and ethical considerations. Bias can be inadvertently encoded into algorithms
because the data is based on decisions made by humans. Ethical issues can be
even more complicated and arise when TD professionals consider how AI is
changing behaviors or if AI is making the right decisions. Because most individuals
will not be able to navigate the algorithms, addressing these complex dilemmas may
rest with TD professionals with the help of HR, legal, and IT. [See 1.6 and 2.4.10.12]
36 | P a g e

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2.4.1 Skill in Selecting, Integrating, Managing, or Maintaining Learning

I. Selecting, Integrating, Managing, and Maintaining Learning Platforms

2.4.1.1 Platform Functionality

TD professionals should complete an in-depth organizational needs assessment to

2.4.1.2 Supplier Relationship Management

Vendor relationship management is a critical consideration for TD professionals.

2.4.1.3 Talent Development’s Partnership With IT

Talent development exists within the organization’s larger technology ecosystem.

2.4.1.4 Troubleshooting and Downtime Administration

TD professionals should develop a consistent, scalable process for maintaining all

2.4.1.5 Administration Processes

2.4.1.6 Upgrade Process Management

TD professionals may be administrators for some learning technologies and if so

2.4.1.7 Content Upload, Testing, and Management

2.4.1.9 Reporting Tools and Processes

Before selecting a tool, TD professionals should develop a reporting strategy based

TD professionals should consider people’s ability to access and properly engage

Assessing, Selecting, and Implementing Learning Technology

2.4.2 Skill in Identifying, Defining, and Articulating Technology System

2.4.2.2 Organizational Needs Assessment

2.4.2.3 Scope and Requirements Management

2.4.2.4 Project Management

2.4.2.6 User Technology Experience Design

2.4.2.7 Data Integrations

2.4.3 Knowledge of Criteria and Techniques for Evaluating and Selecting E-

I. Evaluating and Selecting E-Learning Software

2.4.3.3 Delivery Technology

2.4.3.4 E-Learning Authoring Software Accessibility

2.4.3.6 User Testing

2.4.4 Skill in Identifying, Selecting, and Implementing Learning Technologies

I. Identifying, Selecting, and Implementing Learning Technologies

2.4.4.2 Reporting and Compliance Requirements

2.4.4.3 Matching the Correct Tool to the Intended Outcome

2.4.5.2 Project Management

2.4.5.3 Test Script Development

2.4.5.4 Testing Processes

2.4.5.5 Stakeholder Testing

2.4.5.6 Tester and User Management

Building a Workplace Technology Ecosystem

2.4.6 Knowledge of Existing Learning Technologies and Support Systems

I. Existing Learning Technologies

2.4.6.2 Learning Technology Ecosystem Architecture

2.4.6.4 Modality Options

2.4.6.5 Data Collection and Reporting

2.4.6.6 Delivery and Access Options

2.4.6.7 User Behavior, Motivation, and Preferences

2.4.7 Knowledge of Human Resources Systems and Technology Platforms and

I. Integrating Human Resources Systems and Technology Platforms With

2.4.7.2 Data Integration and Reporting

2.4.8 Knowledge of Communication Technologies and Their Applications

2.4.8.2 Applications for Communication Tools

2.4.8.3 Instructional Design

2.4.8.4 User Preferences

2.4.8.5 Delivery and Access for Devices

2.4.9 Knowledge of Principles of User Interface Design

I. User Interface Design Principles

2.4.9.2 User Experience Design

2.4.9.3 Design Thinking

2.4.9.4 Prototyping Tools and Processes

2.4.9.5 App Development Tools and Processes

2.4.9.6 Ensuring Accessibility Through UX/UI

2.4.9.7 Testing UX/UI